The potential and pitfalls of learning analytics as a tool for supporting student wellbeing

Samantha J Ahern

Abstract

Learning Analytics is a growing field in UK Higher Education Institutes (HEIs) with many implementations focusing on Early Alert and Student Success, but is this putting the cart before the horse? In the 2017 #StepChange report Universities UK suggested that learning analytics should be aligned to student wellbeing. With reported increases in incidents of student mental ill-health and extra demands being placed on student support services as a consequence this seems an appropriate application of this technology. However, there are a number of concerns related to student privacy and the interpretation and presentation of the analytics. Also, who will be designing and performing interventions? At a time when there is growing concerns around the wellbeing of staff, should we be adding a further burden? Do we risk being eaten by the analytics crocodile? It is clear that to utilise learning analytics in this way poses a number of challenges, but in the information age, when this data is available to us is it moral or legal to remain the caterpillar, knowing nothing of who our students are? With Institute for Public Policy Research stating that “…a majority of HEIs should take measures to ensure that the nature of course content and delivery does not result in academic rigour being sought at the expense of students’ mental health and wellbeing.” we should be doing all we can to adequately and pro-actively support our students.

The University of Edinburgh (2017). Learning Analytics Principles and Purposes. Retrieved from: https://www.ed.ac.uk/files/atoms/files/learninganalyticsprinciples.pdf

Thomas, L. (2012). What Works? Student retention & success. Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme. Retrieved from: https://www.heacademy.ac.uk/system/files/what_works_final_report.pdf